| dc.description.abstract | Early Childhood Education has, historically, gone through many changes in the search for its valorization, thus, we seek to discuss aspects related to pedagogical practices, the use of pedagogical materials and the organization of the classroom of this stage of education. The general objective of the study aims to investigate the importance of the formation of a literate environment in the classrooms of the institutions of Early Childhood Education, more specifically those that assist children between 4 and 5 years of age, emphasizing the presence and the uses of pedagogical support materials and their influences on the process of literacy reading instruction. Faced with this objective, this survey intends to answer the following questions: (1) to what extent do the pedagogical materials on display in the classroom contribute to children's literacy and reading instruction?; (2) how is the pedagogical material used by the teacher to support pedagogical practice in Early Childhood Education?; (3) do the teachers use any criteria for the choice, production or exhibition of the pedagogical materials?; (4) are the pedagogical materials that are exposed in the classroom used by the children? Methodologically, this research uses a qualitative and interpretative approach. As a data collection tool, we use questionnaires and field observations, more precisely, in the classrooms of a Children's Education Center in the municipality of Parelhas-RN. To carry out this research, we dialogued with studies by Soares (2009, 2017), Freire (1996), Ferreiro (2001), Freitas (2009), Oliveira (2011), Teberosky and Colomer (2003), Tardif (2010), Kleiman (1995), Dobranski (2017), Moreira and Souza (2016), Cocito and Marin (2018), among others. The analysis of the questionnaires and field observations show the importance of the presence and use of pedagogical materials for the constitution of a literacy environment. Therefore, we comprehend that there's a great need for Planning and definition of criteria that guide the use of pedagogical materials, so that they can provide the initial contact with writing and its social functions within the cultural context of the children, becoming facilitators in the process of literacy and reading instruction, when used as research material and support in the construction of knowledge. | |
